Teaching Two-Syllable Words on Early Literacy Development

Briones, Kristel Jay-Anne G.

Abstract: This study determines the impact of teaching two syllable words on early literacy development specially on the Grade Three pupils of Sisigon, Integrated, School at Brgy. Sisigon in the municipality of Matnog province of Sorsogon. This study employs a mixed method approach. A quasi-experimental included the topics that adapted on Most Essential Learning Competencies (MELC?s) that written on the test paper that used to conduct for pretest and posttest examination where in the results used to gather the data for this study. The researcher used a Table of Specification (TOS), Item Analysis, and determined the Least Learned Competency regarding to the collected data. The results of pretest and posttest examination shows the improvement and significance of teaching two syllable words on early literacy development with a total mean and mastery level of the students for each topic based on the TOS it has improved and ranged with average of mastery level with 86.89% that can be seen on Table 3 after the learners used an intervention material that the researcher provided and it was interpreted as very satisfactory and it indicates the improvement of the students per topic This study aims to improve the Oral English Language Proficiency of the pupils. It aims to strengthen the reading, spelling and comprehension of the pupils specially the Grade Three pupils of Sisigon, Integrated, School.

Keywords: early literacy, two-syllable words, oral language proficiency, reading intervention, Grade Three pupils